QRI-5 Report

Keystone Field Project: Assessment Reports

Professor Hsu

EDLI 636

By: Ayanna Brown

Due: April 2, 2013

Field Observation in the School:

I conducted my field observation at Explore Charter School in Brooklyn, New York. I was observing the 2^nd grade class; there were two teachers in the room, Ms.Lopez and Ms. Muira. The classroom was energetic and decorated in a manner that created a positive learning environment. During the observation, the students were allowed to select the Center Time choices. The choices were clear they were to select one choice and a bonus. Most of the students selected the independent reading and then for the bonus, they wanted to book shop (the students would go to the library and select new books for the week). The children that were in need of instruction in reading were placed in a small group with one teacher. They would go through the text together, while the other students completed the tasks that were assigned for them.

The students were given a sheet that displayed a pie chart. The chart represents the Center work that the students can choose, and then on the bottom of the sheet are the bonus choices. The children are to monitor their own progress; they shade in the part of the pie that they have completed. Once the tasks are completed, they then can select the bonus choice. The book shopping choice was the most popular with most of the students. The students were very eager to read, they loved to select books and to explain what the stories are about. The teacher used the instructional method of assisting in the reading groups with the identified students. They also applied the independent reading to the students that did not need to have a teacher assist them.

QRI-5 Reporting:

I conducted the testing on a Kindergarten student that was a member of the student population in the school. Keyno is in the second class of the Kindergarten body, he is a general education student with no identified special needs at this time. I used the First word list to determine his reading level. He only got 40% (words out of 20) correctly. He was not able to even try some of the words, such as enough, afraid and move. At some point in the reciting of these words, he was frustrated and did not want to continue. I then used the Primer word list, this list he was able to recite the words better. Keyno was able to initially identify 90% (18 out of 20) correctly, 2 of the words he self corrected without my assistance. The end result for this word list was 100%, so I determined that he would be able to read on a Primer level.

Keyno was very energetic and needed no assistance when it came to the Primer list, we took a break so that he could relax his mind and refocus on the task. The next step was to have him read two different reading passages to gain insight in his level of accurate reading. The QRI-5 helps to identify any issues or developmental needs for the students. We selected two Primer reading passages, “The Pig Who Learned to Read” and “Who Lives Near Lakes”. We decided to use “Who Lives Near Lakes” first because it was a shorter passage; I wanted to see if he could get through the passage with success. He was able to get through the passage with ease.

The concept questions that were connected to the passage (Lakes) he was able to answer 44% of the questions. Even though the passage was not long, he recalls scarce and basic details. The details that he recalled were enough to get a clear answer, but he did not elaborate or extend his answers. He did not seem familiar with the passage even after reading it. We did not do a recheck at first, but decided to do one after he answered the concept questions, so he could review the passage. When he was reading the passage, he recalled 13 ideas, which was 72% of the story. He could recall the details better than he could answer the questions about the story.

He needed instructional assistance to get the basis of the questions being asked. Keyno needs to be able to clearly think about the concept questions, but takes too long to develop an answer. He gets frustrated when he does have a ready answer and does not want to complete the task. He did enjoy retelling the story and was happy to give the details to me without me leading him to the details. He did not want to look at the story again, and wanted to give the details in his own words. For the retelling task, Keyno is very capable of relaying the details; he did not like the concept question task, even though it was about the same details that he relayed in the retelling task.

The general question tasks were just as frustrating for Keyno as the concept questions. He was ranged at frustration level; he got 2 explicit answers correct and 1 implicit answer correct. This test shows that Keyno would need to do recheck when answering questions about the story. He could maybe draw the story details first and then answer the questions. He does better with details where he retells the story, then to create a thought that answers the question given. He would need an instruction that will enhance his creative side and encourage him to express himself.

The second day of testing, we read the passage “The Pig Who Learned to Read”; this was a colorful story that sparked interest in Keyno. He was excited to read the story and it had more content than the prior passage. He was so into the story that he wanted to read it twice. Keyno still got 44% in the concept questions. He showed interest in the story, but still was unable to give details when questions are asked. He is an independent reader with a total of 4 miscues during his reading. He was fluent while reading with minimal stops or assistance from me. He self corrected more of the words than he got incorrect.

With the retelling task, he did not do as well as the prior passage; he recalled 9 ideas from the story. He recalled the part of the story that he enjoyed the most; Keyno gave more information just by speaking in a natural conversation. He spoke about the story and was very detailed on the topics that he liked in the story. He was very hesitant to recall any other details, even when prompted. He did do better in the questions task portion of the test. Keyno was raised to Instructional reading level; he got 3 explicit answers and 2 implicit answers.

The QRI-5 testing system is designed to identify the reading level of the student. After that is determined, the system will identify the strengths and weaknesses of the student while reading and the concept of understanding. Keyno demonstrated that he works well with the Primer words and reading selections. He needs to work on answering questions with clear detail. He also should work on being patient in determining the sound of the words.

I was very glad to assess the student in this manner; I am not in a classroom so this interactive experience brought the teaching realm to me. Since I am not in a classroom presently, I only get to practice on my own family. Keyno is my own child, so this assessment helped to determine the same things that his teacher has advised me of in his own class work. I am going to use the lesson that I prepare to practice on his comprehension and understanding of the passages that we select. I think that this will also get me prepared for the classroom and the needs of my future students.

The QRI-5 and the DICBELS assessments are both great instruments to identify the strengths and weaknesses of the students' literacy comprehension. The QRI-5 creates a testing opportunity for the student to not only be tested on comprehension, but also allowed the teacher to get the correct level of reading comprehension for the student. The student may be in one grade but reading at a lower or higher level, it is important to get the correct reading level for the student to receive the assistance needed. My son was given lower reading materials because he was placed in special needs for speech. He actually read at a higher level, which was determined grades later. The identification would have been better for him in his earlier grades. The DICBELS assessment is a possible indicator that the student may struggle in reading during the elementary years. It is used more in the Kindergarten to 3^rd grades than covering all of the elementary grades. It is a little more boxed in as compared to the QRI-5 which is more open to take levels of assessment to indicate the problems and successes; also bring in the areas that they are struggling.

Lesson Plan: https://w.taskstream.com/Lesson/View/F4A9C82C8565A3EE278C9EB97AE93FB2

Rubric: https://w.taskstream.com/RubricWizard/RubricPrintView/PrintView?encLegacyRubricId=fscucxcycrcycqcg&platform=LAT